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Implicit statistical learning is directly associated with the acquisition of syntax
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This article reports on an individual differences study that investigated the role of implicit statistical learning in the acquisition of syntax in children. One hundred children ages 4 years 5 months through 6 years 11 months completed a test of implicit statistical learning, a test of explicit declarative learning, and standardized tests of verbal and nonverbal ability. They also completed a syntactic priming task, which provided a dynamic index of children's facility to detect and respond to changes in the input frequency of linguistic structure. The results showed that implicit statistical learning ability was directly associated with the long-term maintenance of the primed structure. The results constitute the first empirical demonstration of a direct association between implicit statistical learning and syntactic acquisition in children.
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“Language development relies on implicit learning of regularities in speech and their pairing with visual cues in the environment.(51–56)”
From Neglect as a violation of species-expectant experience: neurodevelopmental consequences (2017) · cites this paper as [56]
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Metadata
- Authors
- Kidd, E.
- Affiliations
- University of Manchester (GB)
- Corresponding author
- Kidd, Evan
- ORCID
- Kidd, Evan
- Venue
- Developmental Psychology
- Published
- 2012
- Volume
- 48
- Issue
- 1
- Pages
- 171-184
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2023295006
- Cited by
- 310
- References
- 114
- Citations by year
- 2026: 20 · 2025: 23 · 2024: 16 · 2023: 24 · 2022: 32 · 2021: 23 · 2020: 14 · 2019: 43 · 2018: 28 · 2017: 15 · 2016: 16 · 2015: 24 · 2014: 11 · 2013: 16 · 2012: 4
- FWCI
- 20.93
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- other-oa
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- MPG.PuRe (Max Planck Society) (submittedVersion, other-oa)
- ANU Open Research (Australian National University) (submittedVersion)
- Research Explorer (The University of Manchester) (submittedVersion)
- Funders
- Nuffield Foundation (SGS/33866)
- Charles La Trobe Research Fellowship
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- implicit statistical learning, syntax acquisition, syntax, syntactic priming, individual differences, children, verbal ability, nonverbal ability, language acquisition
- MeSH terms
- Association, Child, Child, Preschool, Female, Humans, Individuality, Language, Learning, Male, Neuropsychological Tests, Probability, Psycholinguistics, Reaction Time, Verbal Learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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